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<body bgcolor="#FFFFFF">
<tt><font size=+2>World Association for Online Education</font></tt> <br>
<b><tt><font size=+2>W E B</font></tt></b> <br>
<tt><font size=+1>WAOE Electronic Bulletin</font></tt> <br>
<tt>Volume 1, No. 14</tt> <br>
<tt>November 30 1999</tt>
<p><a name="Contents"></a><b><tt><font size=+2>Contents</font></tt></b>
<p><b><tt><font size=+1><a href="/#FromEditor">From the Web Editor</a></font></tt></b>
<br>
<a href="/#FromEditor">Let's go with WEB once a month?</a> <br>
<a href="/web/vol2no3/index.htm#Special3">Response from Members</a>
<p><b><font size=+1><a href="/web/vol2no3/index.htm#Write">Members Write ...</a><blink><font color="#FF0040">
NEW!!!</font></blink></font></b> <br>
<a href="/web/vol2no3/index.htm#Write1">Angela Murray is looking for information</a>
<p><b><font size=+1><a href="/web/vol2no3/index.htm#Special">Special Items</a></font></b>
<br>
<a href="/web/vol2no1/index.htm#Special2">WAOE as a "Knowledge Network"
- a Member's Reflections</a> <br>
<a href="/web/vol2no3/index.htm#Special1">Voice for the Earth (VOTE)</a>
<p><b><tt><font size=+1><a href="/#New">Welcome to New Members</a></font></tt></b>
<br>
<tt><a href="/web/vol1no12/index.htm#Orientation">Orientation Course</a></tt>
<p><b><tt><font size=+1><a href="/web/vol1no12/index.htm#Profile">Memberās Profile</a></font></tt></b>
<br>
<tt><a href="/web/vol2no3/index.htm#Member">Richard Elliott</a></tt> <br>
<b><i><tt><a href="/web/vol1no12/index.htm#About_Profile">About Member's
Profile</a></tt></i></b>
<p><b><tt><font size=+1><a href="/web/vol1no12/index.htm#Conference">Conference
(Re)Call</a></font></tt></b> <br>
<b><i><tt><a href="/web/vol1no12/index.htm#Reports">Reports:</a></tt></i></b>
<br>
<a href="#Reports#1">Leadership and the New Technologies - Online Workshops</a>
<br>
<a href="#Reports#2">Lifelong Learning Network</a> <br>
<a href="#Reports#3">Synchronous Internet Training List</a> <br>
<b><i><tt><a href="/web/vol1no12/index.htm#Coming">Coming Events:</a></tt></i></b>
<br>
<tt><a href="/web/vol2no2/index.htm#Events1">TELECOOP</a></tt> <br>
<tt><a href="/web/vol2no2/index.htm#Events2">TCC Online Conference 2000
- Second Call for Proposals</a></tt> <br>
<tt><a href="/web/vol2no2/index.htm#Events3">ACET 2000</a></tt> <br>
<b><i><tt><a href="/web/vol1no12/index.htm#Feature">About Conference (Re)Call</a></tt></i></b>
<p><b><tt><font size=+1><a href="/web/vol1no12/index.htm#Your_Say">Your Say</a></font></tt></b>
<br>
No items for this issue <br>
<b><i><tt><a href="/web/vol1no12/index.htm#Say">About Your Say</a></tt></i></b>
<p><b><tt><font size=+1><a href="/web/vol1no12/index.htm#New_Links">New Links</a></font></tt></b>
<br>
<a href="/web/vol1no12/index.htm#Link1">Occasional Papers in Open and
Distance Learning</a> <br>
<a href="/web/vol1no12/index.htm#Link2">Need-To-Know Newsletter</a> <br>
<a href="/web/vol1no12/index.htm#Link3">Electronic Collaboration: A Practical
Guide for Teachers</a>
<p><b><tt><font size=+1><a href="/web/vol1no12/index.htm#Ideas">Web Ideas and
Issues</a></font></tt></b> <br>
<a href="/web/vol1no12/index.htm#Ideas1">Scepticism about the value of
an online degree</a> <br>
<a href="/web/vol1no12/index.htm#Ideas2">Interactivity - a key difference
between online and f2f learning?</a> <br>
<b><i><tt><a href="/web/vol1no12/index.htm#What">About Web Ideas and Issues</a></tt></i></b>
<p><b><tt><font size=+1><a href="/web/vol1no12/index.htm#News1">News Briefs</a></font></tt></b>
<br>
<a href="/web/vol1no12/index.htm#News1">Applied Technology Science Classroom
- courtesy NASA's Jet Propulsion Laboratory</a> <br>
<a href="/web/vol1no10/index.htm#News2">Online Medical Education Congress</a>
<p><b><tt><font size=+1><a href="/web/vol1no12/index.htm#Policies">WAOE Policies
and Procedures</a></font></tt></b> <br>
<tt><a href="/web/vol1no12/index.htm#Release">Release of Personal Information</a></tt>
<br>
<tt>Waiver of Membership Fees/Dues - <a href="/web/vol1no12/index.htm#Waiver1">Policy
</a>and <a href="/web/vol1no12/index.htm#Waiver2">Procedure</a></tt> <br>
<tt><a href="/web/vol1no12/index.htm#Change">Notifying Change of Email
Address</a></tt> <br>
<tt><a href="/web/vol1no12/index.htm#Resign">How to unsubscribe or resign</a></tt>
<br>
<i><tt><a href="/web/vol1no12/index.htm#About_Policies">About Waoe
Policies and Procedures</a></tt></i>
<p><b><tt><font size=+1><a href="/web/vol1no12/index.htm#Forth">Forthcoming
Meetings</a></font></tt></b> <br>
<tt>No items for this issue.</tt> <br>
<i><tt><a href="/web/vol1no12/index.htm#this">About this Section</a></tt></i>
<br>
<i><tt><a href="/web/vol1no12/index.htm#Time">Time Conversion Site</a></tt></i>
<p><b><tt><font size=+1><a href="/web/vol1no12/index.htm#Feedback">Feedback</a></font></tt></b>
<br>
<a href="/web/vol1no12/index.htm#Feedback">From Gertude Dathe</a>
<p><b><tt><font size=+1><a href="/web/vol1no12/index.htm#About">About WEB</a></font></tt></b>
<p><b><tt><font size=+1><a href="/web/vol1no12/index.htm#WAOE">About WAOE</a></font></tt></b>
<br>
<tt><a href="/web/vol1no12/index.htm#Aims">WAOE's Objectives</a></tt>
<br>
<tt><a href="/web/vol1no12/index.htm#Meaning">The Meaning and Exercise
of Membership in WAOE</a></tt> <br>
<tt><a href="/web/vol1no12/index.htm#System">WAOE's Communications and
Discussion System</a></tt> <br>
<tt><a href="/web/vol1no12/index.htm#WAOE_Committees">WAOE Committees
and OCREWs</a></tt>
<p><b><tt><font size=+1><a href="/web/vol1no12/index.htm#Links">WAOE Links</a></font></tt></b>
<p><tt>############</tt>
<p><a name="FromEditor"></a><b><font size=+2>From the WEB Editor</font></b>
<p><a name="Editor1"></a><b><font size=+1>Let's go with WEB once a month?</font></b>
<p>In a moment of over-confidence, I indicated in the last issue of WEB that November
might see resumption of what used to be the normal publication schedule of an
issue every couple of weeks. Alas, this was not to be. Indeed,
November will have passed by before WEB #14 actually gets to members' computer
screens. Another apology would probably miss the point - the fact
is that the research and editing process involved in sustaining the amount and
variety of material included in WEB is proving almost too demanding for a once-per-month
schedule, let alone twice.
<p>So, I'm asking for your feedback on a couple of options:
<p>(1) Cut back the content and put out a shorter newsletter every couple of weeks.
<p>The main value of this option, perhaps, is that more frequent contact with
members - at least so far as WEB provides this - would help to sustain a sense
of belonging to an active organisation. Of course, there is the key question
of what content to drop ... ???
<p>(2) Keep WEB more or less as it has now evolved, but shift the publication
schedule to monthly.
<p>Please let's have your thoughts.
<p><a href="mailto:dwyatt@camtech.net.au">David Wyatt</a>, WAOE Membership Officer
and WEB Editor
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>#############</tt>
<p><a name="Special3"></a><b><font size=+1>Responses from Members</font></b>
<p>I appreciated very much the quick responsiveness shown by some members
to the call for contributions that I made in the last issue. Having
material generated by members themselves on hand makes the task of putting
an issue together that much easier and more likely to gel with what
members are interested in. The responses have prompted the introduction
of a new section, <a href="/web/vol2no3/index.htm#Write">Members Write
... </a>, which already shows some promise of replacing the Your Say
and Feedback sections. (In fact, why not let me know whether you
think this replacement should happen?)
<p>Of course, I would have liked more responses than I got - if not to the specific
call for contributions, then to the various other parts of WEB #13 which are
intended to spark comment or, preferably, discussion. Similar or
other sections are in this issue - Web Ideas and Issues, in particular; Angela
Murray's request for information about course development software; Lyn Shafer's
evaluative report on WAOE and her invitation to members involvement in other
projects she is undertaking. And what about letting us all know, through
Conference (Re)Call about interesting online meetings or other events you have
attended or heard about; or even just advertising things coming up that other
members might like to get involved in.
<p>The main thing is ... let's hear from you - loud and often!
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>#############</tt>
<p><a name="Write"></a><b><font size=+2>Members Write ...</font></b>
<p><a name="Write1"></a><b><font size=+1>Angela Murray is looking for information</font></b>
<p>Angela Murray responded promptly to the call for contributions that went out
with WEB, Volume 1, Number 13. Thanks very much. She makes some
practical suggestions for improving the communications between members and the
WAOE management, which we'll take up. And she seeks information from other
members about a particular kind of software for course development. It
was hard to know where to locate Angela's letter in the usual colums of WEB,
so we made a new one!
<blockquote>I am a financial member of WAOE and have tended to watch from the
sidelines for two main reasons.
<p>Firstly, I am interested in on-line learning as I work in education and training
and secondly I am still trying to grapple with the complexity, diversity and
usefulness of all the communications.
<p>I would find it really useful to see a diagram(site map) that simply shows
what is going on, where to go for info and how to communicate either to an
individual or the group in general.
<p>In response to the step one ... yes please circulate my email to other members.
<p>Step two <br>
I am working with an organisation that is currently refocussing its activities.
We will be delivering commercial courses in the IT&T arena in face to
face mode and working towards on-line. I am looking for information
about software for course development that optimizes both face to face materials
and on-line material. I find the correspondence so far interesting but
time consuming to get to. Can they be pooled somewhere and possibly
referenced for later use? I would be happy to contribute to as required.
<p>Thanks to all for the info and dialogue and sometime we should meet and have
a real coffee as we are both based in the suburbs of Adelaide.
</blockquote>
<tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt> <br>
<tt>#############</tt>
<p><a name="Special"></a><b><font size=+2>Special Items</font></b>
<p><a name="Special1"></a><b><font size=+1>Voice for the Earth (VOTE)</font></b>
<p>Here's an event well in tune with WAOE's commitment to providing social
opportunities among its multicultural membership. A couple of
weeks ago, Arun Tripathi posted a notice to <a href="/web/vol1no12/index.htm#Views">WAOE-Views</a>
about VOTE, a global participation initiative for children 7 to 18,
inviting their comments on the immediate past and future of their own
countries and the world. For those who may not have seen the notice
already, or as a reminder if you are able to get involved ...
<blockquote>We are now planning the project "Voice for the Earth (VOTE)" as a
component of the "Okinawa Information Initiative" project held in advance of
the year 2000 G8 summit at Okinawa, Japan. These projects are supported
by Japanese Ministry of Posts and Telecommunications.
<p>Vote will be a globally based World Wide Web project, and will seek participation
from as wide a geographic distribution of children and schools as possible.
Participants from a broad range of nations will be given the opportunity to
express their opinions on the most impressive event or person of the 20th
century, what they desire looking towards the 21st century and introduction
of their countries.
<p>Discussions will take the form of a World Wide Web chain relay, which will
start from Japan and end in Australia, by way of Asia, Europe, Africa, North
America, South America, and Oceania. Children aged 7 to 18 from each participating
country will have an assigned period of time to add their input to the correspondence
chain before passing the "baton" to the next country.
<p>The VOTE project will afford children the opportunity to interact with one
another, with the intention of fostering communication skills and <br>
multi-cultural understanding.
<p>We would appreciate if you could find the Vote project interesting and introduce
this to as many teachers as possible. Especially, teachers and children in
a developing country are welcome to participate in the VOTE.
<p>The detailed information on the VOTE and entry form are available on the
Website: http://www.wnn.or.jp/wnn-s/vote/index.html.
<p>If you have something to ask about VOTE, please don't hesitate to contact
Mr.Shinohara, the Project Director, <m-shino@mm.bch.east.ntt.co.jp>
or Yoko Tagaki, Director of Teleclass International Japan <teleclas@mbd.sphere.ne.jp>.
</blockquote>
<tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt> <br>
<tt>#############</tt><font size=+1></font>
<p><a name="Special2"></a><b><font size=+1>WAOE as a "Knowledge Network" - a Member's
Reflections</font></b>
<p>Over the past 8 or so months, Lyn Shafer has been engaged in evaluating
WAOE as a doctoral course project. Following more recent postings
to WAOE-Views, Lyn has had a lot of discussion with various members,
leading to online publication of a paper, at <a href="http://mason.gmu.edu/~lshafer">http://mason.gmu.edu/~lshafer</a>.
The issues and choices facing WAOE and its members that Lyn raises in
her recent thankyou letter to WAOE-Views, reproduced below, and in her
paper, deserve greater prominence and consideration than they have so
far received. She gives a lively and fascinating account
of her own transition from lurker to poster to active participant and
committed member. Along the way, it is often insightful, and sometimes
disturbing, to see the formative stage of Association so faithfully
depicted, with all its enthusiasms and awkwardness and bombast and hesitance
honestly reflected back. Thoroughly recommended reading for everyone,
especially the Coordinating Ring! Please post feedback to <a href="/web/vol1no12/index.htm#Your_Say">Your
Say</a>.
<p>Also, Lyn invites your participation in discussing two other topics directly
linked to WAOE's agenda for professionalising online education and for recognising
multicultural diversity. To get involved in these initiatives, or otherwise
respond, contact Lyn direct at <a href="mailto:lshafer@gmu.edu">lshafer@gmu.edu</a>.
<blockquote>Dear WAOE colleagues,
<p>I have been very interested in the recent debate over the the membership
fee/service option. In many ways, it seems symptomatic of the difficulty
<br>
involved in maintaining an organization mainly via asynchronous discussions.
How might newer members be drawn into the WAOE community?
<p>This topic (and others) are mentioned in my doctoral course project on the
WAOE. I look at WAOE from the perspective of a newer member. The paper can
be found at http://mason.gmu.edu/~lshafer.
<p>For my own part, what keeps me involved are the benefits I've found in posting
to this listserv: I've begun very enjoyable discussions on the side with Mihkel
Pilv, Gordon Jolly and others.
<p>What kinds of structures exist within WAOE, that are there not just to assign
people to fill pre-existing jobs, but to connect people with each other?
It seems to me, that in the long run, if members focus on cultivating relationships
among a group of people, greater participation and concrete results will come.
<p>I am not looking to WAOE to act as an informational listserv (at one extreme
- which requires only passive involvement) and I don't want over-bureaucratic
structures (at the other extreme - that require me to get involved before
I'm committed to the people in the group). What I am most interested
in is the chance to hear analytical perspectives from people within my community.
<p>On that note, I am very interested in locating people who want to talk about
the following:
<p>1. The difference between using authentic assessment in the face-to-face
classroom and the online classroom. Some of the face-to-face assessment
techniques I like to use can be found at http://gse.gmu.edu/ell-ld (How to
assess English language learners for Learning Disabilities). Next semester
I might be doing a research project on this new topic.
<p>2. Whether people from different cultural and linguistic backgrounds
interact--possibly differently or the same--in an online course. I think
this feeds into the topic of the coming worldwide virtual university.
Do people from non-Anglo-American/European backgrounds have to conform to
the Anglo-American/European web protocols or are there specific teaching techniques
for accomodating different cultural and linguistic styles?
<p>Best regards to you all and thanks for the great discussions you've held.
</blockquote>
<tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt> <br>
<tt>#############</tt>
<p><a name="New"></a><b><tt><font size=+2>Welcome to New Members</font></tt></b>
<p><tt>On behalf of all the existing members, the Board of Directors and the members
of the Coordinating Ring (WAOE's management executive) extend a very warm welcome
to members who have registered to join the Association in the past few weeks.
We look forward to your becoming active participants in WAOE discussions and
other activities.</tt>
<p><tt>As with any unfamiliar organisation, there must be a lot of questions
in the minds of recent joiners. The first place new members should
go to for answers is the WAOE </tt><a href="/web/vol1no12/index.htm#Orientation">Orientation
Course</a>.<tt> As well, this section of WEB tries to anticipate
and answer one or two of the questions new members could be pondering
by providing some <a href="/web/vol1no12/index.htm#Meaning">fundamental
information</a>.</tt>
<p><tt>New members - and existing members - might also explore the <a href="/web/vol1no12/index.htm#Policies">WAOE
Policies and Procedures</a><b><font size=+1> </font></b>section of WEB
and the <a href="/web/vol1no12/index.htm#WAOE">About WAOE</a> section.</tt>
<p><tt>If you have any question at all about the Association, send it to the <a href="mailto:dwyatt@camtech.net.au">Web
Editor</a> so we can respond to it in an appropriate section of WEB.</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>#############</tt>
<p><a name="Orientation"></a><b><tt><font size=+1>WAOE Orientation Course</font></tt></b>
<p><tt>Thanks to generous support from long-standing member John Spiers and his<font color="#FF172A">
<a href="http://noncredited.net/wileyccc/">LearnOnline </a></font>organisation,
and to the hard conceptualising and drafting work of Treasurer, Jenna Seehafer,
WAOE has now established an Orientation Course which will provide essential
information on a continual basis about the organisation and how it operates.
Please note that the Web pages for the Orientation Course are still under construction.
Jenna and other WAOE Officers will add sections and items - including several
parts of WEB as it now looks - as time permits and opportunity presents.
You can go to the pages in progress either through <font color="#FF172A"><a href="http://www.csus.edu/indiv/s/seehaferj/waoe/orient.htm">Orientation
Course</a></font>, or through the View Course link on the WAOE Orientation Course
<a href="http://noncredited.net/wileyccc/worasofonedo.html">enrolment page</a>.</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>#############</tt>
<p><a name="Profile"></a><b><tt><font size=+2>Memberās Profile</font></tt></b>
<p><a name="Member"></a><b><font size=+1>Richard Elliott</font></b>
<p>Richard is one of the first - and few - members who have responded (yet) to
the call for contributions. He is the Head of Learning Technologies ["Learning
in the drivers seat, Technology turning the wheels!"] at the <a href="http://www.unitec.ac.nz">UNITEC
Institute of Technology</a> in Auckland, New Zealand. His list of research
and staff development expertise for UNITEC includes strategic planning, organisation
and managment of learning environment technology; use of the internet and intranet
in education; evaluation and use of presentation software; Web page structure;
use of multimedia applications in learning; evaluation and use of laserdiscs
and CDROM formats in learning; use of communication hardware and software for
online learning; and writing instructions for using learning technologies.
Richard was a c0author of the 1998 publication, <i>Conference with Confidence
in Cyberspace. Interactive Learning Environments in the New Millennium.</i>
<blockquote>My current involvement in online education revolves around enabling
faculty members to 'buy in to' exploring and trying alternative but complementary
methods of education delivery with a major focus on web based learning.
The team that works with me provide educational, instructional and technical
advice and support as well as analysing development and maintenance costs
(physical, financial and human) of web based resources. My department
also provides access to a range of high end resources to enable staff and students
to develop skills and competency in the use of computing, learning and electronic
telecommunication technologies. We also carry out research into how well
web based course work and meet learning objectives
<p>It would be great if WAOE could encourage members to share best practice,
experience and general views on possible (and existing) ways of creating learning
environments that engage as many different types of learning styles as possible.
There is no such thing as one size fits all in education and there is a need
to think outside the square and recognise that not every approach to teaching
and learning is going to suit every body.
<p>I am sure that there are lots of things that WAOE can do. However my
impression is that so many people are 'hyper' active these days that finding
time to contribute is not always easy. There needs to be a clear focus
on what outcomes are expected and what benefits will accrue from the time
and energy commitment.
</blockquote>
Your can find out more about Richard's interests and activities at <a href="mailto:relliott@unitec.ac.nz">relliott@unitec.ac.nz</a>.
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>##############</tt>
<p><a name="About_Profile"></a><b><i><tt><font size=+1>About Member's Profile</font></tt></i></b>
<p><tt>In each issue of WEB a different member introduces him- or herself and
talks about experiences and interests in online education and training. Drawing
on the information and URLs provided on their registration forms, the WEB Editor
is targetting individual members who are doing especially innovative and exciting
things in online education with requests to provide a brief profile.</tt>
<p><tt><u>But why wait to be asked?</u> All WEB readers are urged to use the Memberās
Profile to help flesh out the person behind the impersonal email address youāre
known by in WAOE. We are a member's organisation - reMEMBER!! Just a short
piece will do. As well as giving us some background information, weād
like you to tell colleagues why you joined WAOE, what you hope to gain from
your involvement, and what you would like to contribute.</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>#############</tt>
<p><a name="Conference"></a><b><tt><font size=+2>Conference (Re)Call</font></tt></b>
<p><a name="Reports"></a><b><i><tt><font size=+2>Reports</font></tt></i></b>
<p><a name="Reports#1"></a><b><font size=+1>Leadership and the New Technologies
- Online Workshops</font></b>
<p>Back a couple of months ago, <a href="mailto:kjohnson@edc.org">Kirsten Johnson</a>
put out to WAOE-Views some information about the <a href="http://www.edc.org/LNT">Leadership
and the New Technologies</a> site maintained by the Center for Online Professional
Education at Education Development Center, Inc. (EDC) in Newton, MA. It's
taken a while, but at last I've followed up on the promise I made to myself
to take a closer look, especially at the Online Workshops program. <i><a href="mailto:dwyatt@camtech.net.au">WEB
Editor</a></i>
<p>To provide an overview and whet your appetites, here's part of the original
message from Kirsten:
<blockquote>We work with education leaders around issues of using technology to
enhance curricula. We do a lot of online work with school districts and
we have done a considerable amount of research and development on effective
methods of conducting such educational experiences. You can see our main
project, Leadership and the New Technologies, and from there link to examples
of our online workshops and research at: <a href="http://www.edc.org/LNT">http://www.edc.org/LNT</a>.
<p>We also have an online newsletter for our community, "LNT Perspectives",
which can be found at: <a href="http://www.edc.org/LNT/news.htm">http://www.edc.org/LNT/news.htm</a>.
<p>If you have questions, feel free to <a href="mailto:kjohnson@edc.org">contact
me</a>.
</blockquote>
The Online Workshops <a href="http://www.edc.org/LNT/workshop.htm">Web page</a>
includes a link to Resources for Providing Online Professional Development.
Basically, these are handouts prepared by the Leadershiip and teh New Technologies
team for sessions conducted at the National Educational Computing Conference (NECC)
on June 23, '99. They cover:
<ul>
<li> Online Workshops for Education Leaders (slides from NECC presentation,
describing LNT online professional development work, a close look at one example,
lessons learned so far, technology tools, and next steps)</li>
<li> Resources for Web-based Discussions (guidelines for software, hardware,
& personnel)</li>
<li> Designing, Implementing, and Assessing Online Courses (recommendations
and strategies)</li>
<li> References (articles about online learning)</li>
</ul>
<p><br>
Each of the resources is offered as downloadable PDF files from the <a href="http://www.edc.org/LNT/workshop.htm">Web
page</a>, requiring Acrobat Reader (also downlodable from the same page).
<p>The Online Workshops are much more substantial events than their name might
imply. Quoting directly from the <a href="http://www.edc.org/LNT/workshop.htm">Web
page</a>:
<blockquote>Each LNT workshop runs for about 8-10 weeks (length varies for different
workshops) and involves online discussions, readings, small projects, and the
use of online resources. Workshops are led by a group of LNT faculty and
facilitators, and are designed for school district decision-makers.
<p>Participants are expected to devote at least 2 hours per week to the workshop
in order to contribute to the discussions and complete the projects.
The only technology required is Internet access and a web browser (such as
Netscape or Internet Explorer). Reliable email access is strongly recommended.
(Technology requirements and time commitment may vary with individual workshops,
so be sure to read each workshop's full description and requirements before
registering.)
<p>The first time a workshop is offered on a particular topic, it will be offered
free of charge (not including any materials fees). However, subsequent
offerings may charge registration fees.
</blockquote>
At the <a href="http://www.edc.org/LNT/workshop.htm">Web page</a> you can subscribe
very easily and quickly to a newsletter of LNT Perspectives highlights, which
will announce upcoming workshops. This facility is evidently available form
anywhere in the world, but I'm not sure whether enrolment in a workshop is available
outside the United States. Perhaps someone could try and let us know.
<p>You can reach the archive of past workshops at the <a href="http://www.edc.org/LNT/workshop.htm">Web
page</a>, and public archives are also currently available, or will be soon.
Just reading off a few of the topics covered over the past year or so clearly
indicates that the workshops are highly practical and topical in their focus,
and suggests the universal relevance and value of the program to online educators
everwhere:
<ul>
<li> Envisioning the Possibilities: Connecting the Internet with Curriculum
Standards and Frameworks</li>
<li> Keeping Kids Safe: Policy Implications of the Internet in Schools</li>
<li> Multi-User Virtual Environments: From Research to Classroom Practice</li>
<li> From Information to Knowledge: Visualizing Real Data in the Classroom</li>
<li> Exploring the Possibilities: Using the World Wide Web in Your Classroom</li>
</ul>
<p><br>
There are public archives for all the workshops listed. Evidently reflecting
tight structuring of the workshops to make the most effective use of the weekly
commitment of participants' time, the archives are clearly organised into (general)
Overview, Session (outlines), Discussions, Summaries (outcomes), Readings or
Materials (resources provided by leaders and/or suggested during workshops)
and Who's Who (brief details about each participant, sometimes including photos).
All sessions until the end of a workshop include one or more assignments to
consolidate and extend the learning achieved in the session just concluded,
or to lead participants on to the next specific focal point.
<p><a href="http://www.edc.org/LNT">Leadership and the New Technologies</a> is
a site well worth bookmarking for closer exploration at more leisure of the
information and insights and resources it provides already. And with a
view to taking part in a future workshop.
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
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<p><a name="Reports#2"></a><b><font size=+1>Lifelong Learning Network</font></b>
<p><a href="http://lllnetwork.canberra.edu.au/">Lifelong Learning</a> is a National
Policy Research Network on Post-compulsory Education and Training, run from
the University of Canberra and with the support of the Australian National Training
Authority. The Network promotes policy research on post-compulsory
education and training. It aims, through its research and dissemination
activities, to fill the gaps that arise between the various sectors of education
or training - higher education, vocational education, schools and Adult Community
Education - which are engaged in the post-compulsory field in Australia and
other countries.
<p>Most relevant to Conference (Re)Call is the Network's free email discussion
list, which has acquired over 250 participants is the short time it has been
operating (since December 1998). The list is the Network's main tool for
rapid dissemination of ideas, information and research, being used to post notices
of activities, including conferences, seminars and publications; alert members
to opportunities for involvement in research projects; and provide titles, and
sometimes abstracts of papers presented at recent conferences. As a discussion
forum, the list enables pariticpants to share or request information on current
policy research; advertise conferences and seminars; broadcast requests for
information by researchers within Australia and from overseas; and initiate
discussions on research or policy issues. <br>
<br>
To join the list, email a request to <a href="mailto:LLLnetwk@education.canberra.edu.au">LLLnetwk@education.canberra.edu.au</a>,
and provide your contact details - preferably including a brief profile.
<p>Taking a wider look at the <a href="http://lllnetwork.canberra.edu.au/">Lifelong
Learning</a> site, there is a database set up as a service to researchers and
institutions to encourage and enable collaboration between researchers in the
field of post-compulsory education and training policy. This database
is easily searchable by name, institution, location and interest. There
is also a page of links to Australian and international directories of researchers
and Websites, organised under the following categories and descriptors:
<ul>
<li> National Organisations - Adult Community Education; Higher Education; Schooling;
Vocational Education & Training; Youth Affairs; Research Centres and Associations;
Databases and Online Publications</li>
<li> Overseas - Asia; Europe; United Kingdom; United States & Canada</li>
</ul>
<br>
<br>
Another extremely useful feature of the site is a comprehensive <a href="http://lllnetwork.canberra.edu.au/lll/diary.asp">Conference
Diary</a>, which provides a detailed and very clearly set out chronological list
of coming events (mostly f2f) right up to December - giving contact links for
almost all of them - and a link to the <a href="http://www.mcb.co.uk/confhome.htm">Virtual
Conference Centre</a>, which offers opportunities for convening and participating
in free-access conferences conducted over the Internet.
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
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<p><a name="Reports#3"></a><b><font size=+1>Synchronous Internet Training List</font></b>
<p>Arun Tripathi drew my attention to this list quite a while ago. I haven't
subscribed, and I therefore have no idea what it's like, or even whether it
is still going. But the welcome message from the list owner, quoted below,
makes it sound both relevant to WAOE members' interests and particularly appealing
to anybody who is trying out synchronous communication and teaching/learning
approaches. Perhaps somebody would be willing to do a review of the list
for a later issue of WEB??!! <i><a href="mailto:dwyatt@camtech.net.au">Web
Editor</a></i>
<blockquote>Thank you for joinging the "Synchronous Internet Training" discussion
list.
<p>The "Synchronous Internet Training" list ('synctrain') is a moderated discussion
listed created to serve trainers, educators, and other people interested in
Live Online Learning. This list is sponsored by InSync Training Synergy,
and is moderated by Jennifer Hofmann, a Virtual Classroom Designer.
<p>Please send an introduction to the list, including your interest in the topic.
<p>Discussions on product information, synchronous training techniques, Internet
pedagogy, and supporting multimedia are all welcome. Announcements regarding
job openings, conferences, and classes are welcome as long as they are relevant
to the subject area.
<p>Other advertisements should be sent directly to jennifer@insynctraining.com.
They will be posted on a periodic basis.
<p>As the list grows, it will change based on the needs of the list membership.
Please provide feedback.
<p>No flaming or other "unpolite" behavior, please. The list owner reserves
the right to remove a person from the list at any time.
<p>Thank you for helping our community to grow!
<p>Jennifer
</blockquote>
In order to send mail to the list, you need first of all to send a message to:
<a href="mailto:synctrain@listbot.com">synctrain@listbot.com</a>, then wait for
the list owner to respond with further information.
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
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<p><a name="Coming"></a><b><i><tt><font size=+2>Coming Events</font></tt></i></b>
<p><a name="Events1"></a><b><font size=+1>TELECOOP</font></b>
<p>TELECOOP (that's co-op, not the chicken run) is a consortium all the community
colleges in Colorado, dedicated to fostering distance learning. <a href="mailto:gertrude@cccs.cccoes.edu">Gertrude
Dathe</a> from the Technology-Based Learning Center in the Front Range Community
College asked us back in mid-November to promote the consortium's annual conference,
to be held in April next year. Apologies that WEB time lines prevented
publication of the notice in good time for the proposal deadline of December
1, but there's still plenty of time to plan for getting to what promises to
be an event with a strong down-to-earth focus on effective <br>
practice in online and distance education.
<blockquote>TELECOOP is now accepting Calls for Proposals for the 11th Annual
Distance Learning Conference: Technology in the Learning Century. The
conference is April 12-14th, 2000, in Colorado Spring, Colorado.
<p>We know that you will want to be involved in this exciting program.
We are looking for presentations concerning Instructional Design, Student
Services, Distance Learning Markets, Distance Learning Technologies and Delivery
Techniques, and other ideas you feel fit the format.
<p>We are planning a conference filled with great information and a chance to
learn from those who are active in Distance Learning. We already have
Sally Johnstone as a Keynote Speaker. Sally is the Senior Program Director
of the Western Cooperative for Educational Telecommunications. She will
provide some insightful information concerning Technology in the Learning
Century.
<p>This year we are practicing what we preach and are only accepting proposals
electronically. To propose a session simply go to our conference website
<a href="http://telecoop.org/conference/">http://telecoop.org/conference/</a>
and click on Call for Proposals. While you're at it check out the other
information concerning the conference. The conference site this year
is Colorado Springs. Colorado Springs is nestled in the foothills of
the majestic Rocky Mountains and along with its fantastic vistas provides
easy access for our conference attendees.
</blockquote>
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<p><a name="Events2"></a><b><tt><font size=+1>TCC Online Conference 2000 - Second
Call for Proposals</font></tt></b>
<p>The 5th Annual Teaching in the Community Colleges Online Conference will
be held between April 12 and 14 2000. The Conference site is <a href="http://leahi.kcc.hawaii.edu/org/tcon2000">http://leahi.kcc.hawaii.edu/org/tcon2000</a>.
The Conference is sponsored by the University of Hawaii-Kapiolani Community
College and Teaching in the Community Colleges Electronic Journal.
<p>The second call for proposals of presentations for the Conference is set out
below. Proposals are requested by January 10 2000.
<blockquote>THEME. The theme for the 5th Annual Teaching in the Community Colleges
Online Conference (April 12-14, 2000) is "A Virtual Odyssey: What's Ahead for
New Technologies in Learning?" The organizers of this completely online
event are especially interested in proposals from 2- and 4-year college instructors,
administrators, counselors, and support staff who are using or involved with
the new technologies.
<p>GOAL. The goal of the conference is to determine exactly where 2- and 4-year
colleges are and where we want to be regarding the new technologies in learning.
Where are we now? What's working--what's not? What are we doing
right--or wrong? What are the critical problems, trends, and issues
for the new millennium? Where will we be or where do we want to be in
the next 10 to 20 years?
<p>INFORMATION TO INCLUDE IN YOUR PROPOSAL <br>
1. Presentation Title: <br>
2. Name and highest degree earned: <br>
3. Academic position and department: <br>
4. College and campus address: <br>
5. Email (and personal URL if available): <br>
6. Paper status (Has it been previously published? If yes, describe <br>
substantive changes that will be made.)
<p>FORMAT: The proposal should be brief, approximately 10-to-20 lines in length.
It should clearly describe or summarize your proposed presentation. Include
the proposal in the body of your message; don't send it as an attachment.
<p>INFORMATION. For further information re guidelines for proposals, possible
topics, the role of a presenter, registration procedures, key dates, etc,
please go to <http://leahi.kcc.hawaii.edu/org/tcon2000> or write to Dr.
Jim Shimabukuro <jamess@hawaii.edu> or Dr. Bert Kimura <bert@hawaii.edu>.
They can also be reached via telephone: Jim (808) 734-9413, Bert (808) 734-9840.
Their snailmail address: Kapiolani Community College, 4303 Diamond Head Road,
Honolulu, HI 96816, USA.
</blockquote>
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<tt><font size=-1>################</font></tt>
<p><a name="Events3"></a><b><tt><font size=+1>ACET 2000</font></tt></b>
<p><tt>The biennial Conference of the Australian Council of Education through
Technology (ACET) will be held on January 10 - 14, 2000 at the EPIC Convention
Centre, in Canberra, the Australian Capital Territory. For more information
and to reach the online registration form, start at <a href="http://www.acet2000.com.au">http://www.acet2000.com.au</a>.</tt>
<blockquote><tt>ACET2000 is a showcase of collective achievement. We're bringing
together teachers who in their local regions are well known for their commitment
and contribution to the teaching of technology. The sharing of skills
and experiences helps to widen spheres of influence. Come and find out
what's happening in other parts of your neighbourhood.</tt>
<p><tt>ACET2000 is an international stage. For the first time in ACET's history
we have incorporated with an International Conference of Technology Educators
(ICTE). We have registrations from around the world. Global themes
include: Technological literacy, teacher training, educating for the 21st
century, and of course classroom practice.</tt>
<p><tt>ACET2000 is professional development. The task of self-improvement
is made easy at a conference. Involvement might mean absorbing the wisdom
of a keynote speaker, attending an inspiring workshop, or networking over
food. The outcome is professional growth.</tt>
<p><tt>ACET2000 is about Designing Tomorrow Today. The task of preparing
students for an unknown future is at times professionally over-whelming.
Our conference offers individual teachers a range of broad perspectives and
collective wisdom - a problem shared is often a problem solved.</tt>
<p><tt>ACET2000 is a smorgasbord of workshops. A visit to the "workshop page"
of our website reveals a conference of broad appeal; a mixed bag of experiences.
Attendance at ACET2000 will change the way you see and operate in your classroom
or workshop.</tt>
<p><tt>ACET2000 Designing Tomorrow Today A Technology Educators Conference.</tt>
</blockquote>
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<tt><font size=-1>################</font></tt>
<p><a name="Feature"></a><b><i><tt><font size=+1>About Conference (Re)Call</font></tt></i></b>
<br>
<tt>The Conference (Re)Call column aims mainly to provide feedback from members
on the new knowledge or other value they gained from attending a recent conference
or other event to do with one aspect or another of online education. It also
includes a Coming Events section, advertising relevant conferences, seminars,
workshops or other forums which members will be able to attend at little or
no cost. This section will concentrate mainly on online events, because that
is WAOEās special interest, and because the idea is to promote opportunities
which are more or less equally available to WAOE members no matter what part
of the world they live in.</tt>
<p><tt>The success of Conference (Re)Call therefore depends very heavily on input
from members. WAOE officers are already out there reporting on events theyāve
attended and spotting others to come. Weād like to see all other members doing
likewise. You will see from the items in this issue that reports donāt need
to be lengthy or detailed, let alone polished. We think the segment will work
best on the simple premise that whatever any one member found worthwhile in
attending an online education event, or attractive about an event in the offing
is likely to benefit and interest other members. So, letās keep those reports
and notices coming in to the <a href="mailto:dwyatt@camtech.net.au">WEB Editor</a>.</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt><font size=-1>################</font></tt>
<p><a name="Your_Say"></a><b><tt><font size=+2>Your Say</font></tt></b>
<p>No items for this issue, but see the new column, <a href="/web/vol2no3/index.htm#Write">Members
Write ...</a>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>#############</tt>
<p><a name="Say"></a><b><i><tt><font size=+1>About Your Say</font></tt></i></b>
<p><tt>The idea of this section of WEB is to offer a specific forum where members
can ask questions or raise concerns or make comments about any aspect of the
organisation and running of WAOE itself. So, if anything is bothering
you - or even if you'd like to pay us a compliment! - send an email to the <a href="mailto:dwyatt@camtech.net.au">WEB
Editor</a>. If the message is printable ;-)), it will appear in the next
available number. And, depending upon the responses generated, it may
help to start up a thread of discussion on the WAOE WebBoard.</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
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<p><a name="New_Links"></a><b><tt><font size=+2>New Links</font></tt></b>
<p><a name="Link1"></a><b><font size=+1>Occasional Papers in Open and Distance
Learning</font></b>
<p>This is a <u>free</u> publication of the Open Learning Institute at Charles
Sturt University, a regionally based university in New South Wales (Australia).
It is principally intended to be an in-house journal for teaching staff at the
university, which gives it the virtue of being highly focused on current pedagogical
and other educational issues and on practical approaches to effective teaching
and learning in higher education. Another virtue is that it is not narrowly
concerned with Web-based teaching but takes a broad sweep through crucial areas
of curriculum and delivery, like the article on "Assessment practices at CSU"
(No.19), or the report on the "Inaugural CELT Learning and Teaching forum: Re-examining
Learning and Teaching at CSU"(No. 21). There are also, of course, very
specific items relevant to online education, like "Evaluating IMM [interactive
multimedia] - issues for researchers" and "Designing study materials for distance
students" (both in No. 17) and "On-line study packages for distance education:
Some considerations of conceptual parameters" (No. 18).
<p>Issues from Number 17 are available online at <a href="http://www.csu.edu.au/division/oli/pubs/">http://www.csu.edu.au/division/oli/pubs/</a>.
From Number 22 onwards, the publication needs to be downloaded as a PDF file,
using Adobe Acrobat Reader.
<p><tt>*****************************</tt>
<p><a name="Link2"></a><b><font size=+1>Need-To-Know Newsletter</font></b>
<p>Need-to-Know is a bi-weekly summary of selected news articles on technology,
education & training in today's learning organizations, supported by <a href="http://www.eduprise.com">eduprise.com</a>,
Learning Services for Online Education, with particular interest in higher education
institutions and corporations. <br>
Eduprise.com is a Learning services for Online Education. Articles selected
for the digest are intended to stimulate ideas and conversation in the interest
of creating more effective, efficient and accessible learning environments.
<p>To subscribe to Need-To-Know, send a blank message to: <a href="mailto:join-need-to-know@news.eduprise.com">join-need-to-know@news.eduprise.com</a>
<p><tt>******************************</tt>
<p><a name="Link3"></a><b><font size=+1>Electronic Collaboration: A Practical
Guide for Teachers</font></b>
<p><a href="http://www.lab.brown.edu/public/ocsc/collaboration.guide/">Electronic
Collaboration: A Practical Guide for Educators </a>is a <u>free</u> publication
for the National [USA] School Network, funded by the Northeast and Islands Regional
Educational Laboratory At Brown University (LAB) and the U.S. Department of
Education, Office of Educational Research and Improvement. <br>
The Guide features an 11-step process for making online collaborative projects
successful. Principal section headings and some key contents are:
<ul>
<li> Keying into the Concept: About Electronic Collaboration</li>
<li> Ways to Collaborate: Activities and Environments - Discussion Groups; Data
Collection, Organization, and Sharing; Synchronous Communication; etc</li>
<li> It's Your Turn: Designing and Implementing a Collaborative Environment
- Components of Successful Collaborations; How to Be a Skillful Moderator;
etc</li>
<li> High-Tech Tool Talk: Choosing a Technology - Tools for Discussion Groups;
Data Collection and Organization; Synchronous Communication; etc</li>
<li> On Your Own: Resources for Electronic Collaboration - Collaborative Web
Sites; About TEECH - Teacher Enhancement Electronic Community Hall; etc</li>
</ul>
<p><br>
A complete copy of the guide can be downloaded from the <a href="http://www.lab.brown.edu/public/ocsc/collaboration.guide/">site</a>
as a PDF file.
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
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<p><a name="Ideas"></a><b><tt><font size=+2>Web Ideas and Issues</font></tt></b>
<p>As always, if any member feels stirred by the snippets on basic or controversial
issues offered here, please feel free to use <a href="/web/vol1no12/index.htm#Your_Say">Your
Say</a> to make a comment, or kickstart a discussion on WAOE-Views.
<i><a href="mailto:dwyatt@camtech.net.au">Web Editor</a></i>
<p><a name="Ideas1"></a><b><font size=+1>Scepticism about the value of an online
degree</font></b>
<p>The following piece comes from Headlines Extra, a free online news service
provided by the <a href="http://www.benton.org/cpphome.html">Benton
Foundation</a>. The services is intended to keep users <br>
you up-to-date on important industry developments, policy issues, and other
pertinent communications-related news events. This service is <br>
available online at <a href="http://www.benton.org/News/Extra">www.benton.org/News/Extra</a>.
The item is worth setting alongside the piece about buying a degree
included in the previous issue of WEB (in the section, From the Web
Editor), which excited some discussion on WAOE-Views.
<blockquote>DISTANCE LEARNING NO BARGAIN? <br>
Issue: Distance Learning <br>
University professors, who acknowledge that they may one day have to teach distance
learning courses, remain skeptical about the value of a virtual degree.
On many college and university campuses, professors are protesting school investments
in distance learning courses by signing petitions questioning how distance learning
will effect undergraduate students.
<p>Universities are beginning "to move away from brick-and-mortar education
and toward money-saving strategies like digital education," said James Gregory,
one of the professors who signed onto the petition. The biggest criticism
of online learning is that it ignores the social dimension of learning.
"It eliminates human contact, including contact with professors and other
students. The peer community is the most important aspect of learning," said
Gregory.
<p>Mary Burgan, general secretary of the American Association University Professors
said, "We are mainly concerned about the students." The concept of virtual
degrees is motivated by "certification, rather than education," she said.
<p>While most distance learning is currently aimed at working adults,
some academics worried about the inferior education they may be receiving.
Carole Fungaroli, an English professor at Georgetown University, said, "What
online learners will get is an asterisked degree, which is different from
the on-campus degree. Universities will set up a separate but equal
campus for single mothers and working adults, while they still have 'A' degrees
for their stars."
<p>Long-distance learning advocates "confuse information delivery with education.
Information delivery is reading an encyclopedia, and that's not learning,"
Gregory says.
</blockquote>
Headlines Extra sourced the item from the online journal, Wired. It's
worth reading the whole article, and following up some of the links, at <a href="http://www.wired.com/news/school/0,1383,21595,00.html">http://www.wired.com/news/school/0,1383,21595,00.html</a>.
Take up any issue that arises for you with a message to <a href="/web/vol1no12/index.htm#Your_Say">Your
Say</a> or <a href="/web/vol1no12/index.htm#Views">WAOE-Views</a>.
<p>******************************
<p><a name="Ideas2"></a><b><font size=+1>Interactivity - a key difference between
online and f2f learning?</font></b>
<p>I'm not 100% sure, but I think this piece also appeared in a September
issue of the <a href="http://www.benton.org/cpphome.html">Benton Foundation</a>
newsletter. Its main focus is on advances in hardware and software
to increase the (sense of) connectedness between deliverers and clients
of distance learning programs, but it touches on a central problem for
online education which is not merely technological nor even just methodological
in character, but rather more fundamental. <i><a href="mailto: dwatt@camtech.net.au">Web
Editor</a></i>
<blockquote>THE INTERACTIVE DIFFERENCE <br>
Perhaps the single biggest differentiator in online learning programs is the
level of interactivity they offer.
<p>"One of the biggest issues facing companies wading into online learning is
the degree of interactivity they're willing to settle on," writes Tom Barron,
editor of Technical Training. "Just what constitutes 'interactivity'
is by no means clear. To some people, it means enabling learners and
instructors to share ideas in a virtual chat room; to others, merely posting
questions on a bulletin board qualifies as interactivity."
<p>As the cost of technology decreases, many companies are finding ways to bring
the benefits of the classroom into a distance-learning setting. At Aetna
U.S. Healthcare, two-way audio capability means that no more than 15 minutes
ever elapses without interaction between the student and the instructor.
Achieving an acceptable level of interactivity has been worth the trouble
for Aetna, which estimates that the new online training system has saved the
company $3 million in 18 months.
<p>[Source:Training & Development, Sept 99 http://www.astd.org)
</blockquote>
<p><br>
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<p><a name="What"></a><b><i><tt><font size=+1>About WEB Ideas and Issues</font></tt></i></b>
<p><tt>The issues and other matters raised in this section of WEB are intended
to derive from membersā concerns and suggestions.</tt>
<p><tt>Input to WAOE-Views during the recent Annual General Meeting showed us
that members are looking for opportunities to engage with important issues and
ideas affecting the Web-based delivery of teaching and learning, but also that
we need to do more to spell out to our members details of the organisational
procedures through which they will get to know more frequently and reliably
what goals the Association is pursuing, what action is being taken to realise
these goals, and - most importantly - how members may make the most effective
contributions to WAOE.</tt>
<p><tt>As a result, a new column, <a href="/web/vol1no12/index.htm#Policies">WAOE
Policies and Procedures</a>, has been split off from WEB Ideas and Issues.
This will free the WEB Ideas and Issues column to be taken up more and
more by topics of interest arising from the thinking of the members
at large about their own professional practice in online education,
and the role that WAOE as a whole and the sub-groups in which members
are most actively engaged might play in lifting the standards and quality
of Web-based teaching and learning.</tt>
<p><tt>If you have a concern to express, an idea to suggest, a question to
raise, a point to make about online education in general and about WAOE's
work in relation to online education in particular, write a short item
for the WEB Ideas and Issues column and send it to the <a href="mailto:dwyatt@camtech.net.au">WEB
Editor</a>. On a smaller, less formal scale, you might prefer
to air your views first of all in the <a href="/web/vol1no12/index.htm#Say">Your
Say</a> section of WEB. Depending on the nature and volume of
early responses to the Your Say item, matters raised may spark an article
in the Web Ideas and Issues section of WEB, a free-ranging discussion
on WAOE-Views, or a structured debate or online chat via the WAOE WebBoard.</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>#############</tt>
<p><a name="Briefs"></a><b><tt><font size=+2>News Briefs</font></tt></b>
<p><a name="News1"></a><b><font size=+1>Applied Technology Science Classroom -
courtesy NASA's Jet Propulsion Laboratory</font></b>
<p>Thanks to recently joined Carole Bradley for the following item about an Educator
Centre and High-Tech Classroom opened in Pomona on September 29 by NASA's Jet
Propulsion Laboratory. Carole comments that the Laboratory's "electronic
networking capabilities" might be of special interest to WAOE members:
<blockquote>NASA's Jet Propulsion Laboratory today inaugurated an Educator Resource
Center and Applied Technology Classroom in Pomona, California, designed to provide
materials and strategies for teachers at all levels who wish to include the
space program in their curricula.
<p>In 1998, Pasadena-based JPL and the Pomona Unified School District agreed
to house the state-of-the-art facilities in the District-owned Village at
Indian Hill educational mall, located at 1460 E. Holt Avenue., Suite 20.
<p>"We are excited about the capabilities of these beautiful facilities and
about the new relationship with the District," said site administrator Gene
Vosicky of JPL's Communications and Education Office. "With today's
dedication ceremonies, we've unveiled a valuable resource for Southern California's
science education community." ...
<p>The center is a focal point for educators to become acquainted with NASA/JPL
educational materials and resources. Special educator sessions will
highlight JPL's electronic networking capabilities and classroom applications
of NASA/JPL-produced educational materials. Goals also include becoming
involved in collaborations and cooperative agreements with school districts,
state education agencies, colleges and universities.
<p>The Applied Technology Science Classroom, laid out in stations through which
students rotate, integrates a wide variety of technologies into the science
curriculum, including:
<p>- Mars table. This table allows students to experience the same processes
that scientists and engineers at JPL use to explore and analyze the surface
of Mars. It features a camera mounted on a coordinate system which simulates
an orbiting satellite and takes digital images of the surface.
<p>- Electronic probe station. More than 20 digital probes measure and
record data which can be analyzed and related to science concepts, such as
temperature and pressure. Electronic probes mirror technologies on Earth-observing
satellites and Mars missions.
<p>- Flight station. This simulation software station allows students
to study the principles of physics involved with flight navigation and aeronautics.
<p>The Applied Technology Science Classroom is designed to increase students'
knowledge of technology and science by involving them in scientific investigations
in an inquiry-based approach. It also serves as a model for educators
on how to utilize computer and other technologies in the instructional process.
<p>Connecting the center and the classroom is a large visitor center exhibiting
spacecraft models, artifacts and information on the role of JPL in space exploration.
</blockquote>
<tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt> <br>
<tt><font size=-1>################</font></tt>
<p><a name="News2"></a><b><font size=+1>Online Medical Education Congress</font></b>
<p>An item in a recent issue of the <a href="http://www.onlineaustralia.net.au/oad99/home.cfm">Online
Australia</a> newsletter - Surgical Congress Takes Place In Cyberspace - is
a good example of the typical Aussie enthusiasm for taking up new technologies.
More importantly, it describes an innovative development in the continuing
education of medical professionals which probably leads the world.
In any case, it's an outstanding example of what can be achieved with Web-based
training.
<blockquote>Virtual Congress '99 is an online conference for surgeons and other
medical professionals featuring over 400 presentations and a live discussion
room.
<p>Doctors and academics wherever they are located can view and discuss the
latest abstracts on surgical theories, research, techniques and technology.
<p>Hosted by the Royal Australasian College of Surgeons, at http://www.racs.edu.au,
registration is open to all healthcare professionals and costs $50 for a full
10 months. The congress has so far attracted over 750 delegates.
<p>"The Virtual Congress is the single most significant technological advancement
in the continuing medical education of surgeons and other medical professionals
this century," said John Cartmill, the Chairman of the College's Virtual Congress
steering committee. "It eliminates difficulties experienced by practitioners
in attending more traditional-style conferences, improves quality of care
for patients and saves practitioners time and money."
</blockquote>
<tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt> <br>
<tt><font size=-1>################</font></tt>
<p><a name="Policies"></a><b><tt><font size=+2>WAOE Policies and Procedures</font></tt></b>
<p><a name="Release"></a><b><tt><font size=+1>Release of Personal Information</font></tt></b>
<p><tt>You might recall that the top of the registration form in the Membership
pages of the <a href="http://www.waoe.org">WAOE Website</a> contains the statement,
"This information will be stored in the WAOE database, and will not be made
publically available without your prior consent." This gives a clear
indication of our commitment to respect members' privacy and to maintain strictly
the confidentiality of personal details provided through the registration process.
Unfortunately, however, it would be a nearly impossible task to apply the statement
literally at the individual level of membership.</tt>
<p><tt>No addresses or other personal information about members will be released
to persons or organisations outside WAOE. However, to make the
various parts of WAOE functional, it is essential that Officers are
able to communicate freely with members, and members are able to contact
each other. This necessitates the distribution of personal information
within the organisation, but normally only names and email addresses
will be required. It would obviously be a wasteful and unmanageable
burden for the members of WAOE's <a href="/vol1no10/index.htm#Ring">Coordinating
Ring</a> to have to seek permission on an individual basis for the release
of some 900 members' names and email addresses. Therefore, we
need to obtain permission in a more efficient way for lists containing
your first and last names and your email address to be distributed to
members of the Ring, in the first instance, and thereafter to the Committees
or OCREWs in which you have expressed an interest; to project, discussion
and other groups that are started from time to time; and to members
of WAOE at large. All other information in the membership database
will be kept confidential, accessible only by the <a href="/vol1no10/index.htm#Ring">Coordinating
Ring</a>, as WAOE's executive management body.</tt>
<p><tt>We are (still) in the process of finalising a new registration form which
will automatically authorise the release of names and email addresses according
to the policy described above. Until that form comes into use as part
of our totally re-organised registration, database management and fee-payment
procedures for the new 1999/2000 financial year and beyond, we need to take
a simple collective approach to securing the authorised release of limited personal
information within the Association.</tt>
<p><tt>This article constitutes a notice to all members of WAOE requesting
the release of personal information within the Association, normally
limited to members' names and email addresses. If, after reading
the notice, you have an objection to these details being made known
or distributed to other officers and members of WAOE than the Directors
and the Coordinating Ring, please advise the <a href="/web/vol1no12/index.htm#David">Membership
Officer</a> immediately. If you do so object, the Membership Officer
will need to discuss with you some other appropriate way or ways in
which you will be able to participate fully in the main activities of
WAOE. Any suggestion you can make when sending your message of
objection would be very welcome.</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>#############</tt>
<p><a name="Waiver1"></a><b><tt><font size=+1>Waiver of Membership Fees/Dues -
Policy</font></tt></b>
<p><tt>WAOE has adopted the following policy on waiver of/exemption from payment
of membership fees/dues for the 1999/2000 period. This statement is summarised
from the official Minutes of the Planning and Finance Committee for April 1999.
If you wish to read the original resolution as it was subsequently adopted by
the Board of Directors, go to<font color="#FF172A"><a href="http://www2.ec.erau.edu:8080/read?558,24">http://www2.ec.erau.edu:8080/read?558,24</a></font>(If
you cannot get to this page, go to the<font color="#FF172A"><a href="http://www2.ec.erau.edu:8080/~waoe">WAOE
WebBoard</a> </font>and login by entering the first part of your email address
(before @), and enter the password "waoe," without the quotes. If you
stil have difficulty, contact the WebBoard Manager,<font color="#FF172A"><a href="mailto:mwarner@embryriddle.k12.az.us">Mike
Warner</a></font>.)</tt>
<blockquote><tt>All members of WAOE are expected to pay the $US10 membership fee
or dues from July 1 1999, unless they have applied for and received waiver.
There are no provisions for waiver of fees or dues to be applied automatically
by or on behalf of the WAOE Board of Directors; all waivers must be applied
for by individual members.</tt>
<p><tt>Members may initiate requests to the Membership Officer for waiver of
fees on one or more of the following grounds:</tt>
<blockquote>
<li> <tt>They are providing service to the Association (eg convening a Committee
or OCREW or managing a project);</tt></li>
<li> <tt>The costs of funds transfer or currency exchange would be excessive
in relation to the fee amount of $US10 *;</tt></li>
<li> <tt>They are in a situation of severe financial hardship.</tt></li>
</blockquote>
<tt>* As an alternative to seeking waiver of fees on the basis of excessive
funds transfer or currency exchange costs, members may apply to have this expenditure
applied to any future costs they might incur for participation in WAOE activities
over the next two years (eg the online professional development course being
developed by Nick Bowskill).</tt>
<p><tt>Normally, applications will be considered by the Membership Officer in
terms of the policy as summarised here, and in consultation, if necessary,
with the Treasurer or with the full Board of Directors.</tt>
<p><tt>WAOE will accept at face value any member's statement of hardship or
excessive transfer/conversion fees, and we will make a standardized reply
emphasizing that the service-in-lieu will be the sole recourse for any future
application for waiver of fees. All service-in-lieu requests will be
confirmed by the applicable Committee Chair or OCREW Convener or WAOE Coordinating
Ring member.</tt>
<p><tt>In the event that a member's initial application for waiver of fees or
dues is not accepted, the member will have the right to seek a review of his/her
application by the full Board of Directors. Such members will be advised
of this right and the process to be followed as the occasion arises.</tt>
</blockquote>
**********************
<p><a name="Waiver2"></a><b><tt><font size=+1>Waiver of Membership Fees/Dues -
Procedure</font></tt></b>
<p><tt>To apply for waiver of fees/dues, send an email message to the <font color="#FF172A"><a href="mailto:dwyatt@camtech.net.au">Membership
Officer</a></font>.</tt>
<p><tt>For convenience, applicants may copy/cut and paste the following text into
their email message:</tt>
<blockquote><tt>I wish to apply for waiver of the WAOE membership fee/dues for
the 1999/2000 period.</tt>
<p><tt>My application is based on the following ground(s):</tt>
<blockquote>
<li> <tt>I am providing service to the Association;</tt></li>
<li> <tt>The costs of funds transfer or currency exchange would be excessive;</tt></li>
<li> <tt>I am in a situation of severe financial hardship.</tt></li>
</blockquote>
<tt><b><u>Please strike through whichever ground(s) are NOT applicable</u></b>.</tt>
<p><tt>In support of my application I wish to present the following information:</tt>
<p><tt><u><b>Please insert an appropriate statement</b>, keeping it as brief
as possible</u>.</tt>
</blockquote>
<tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt> <br>
<tt>#############</tt>
<p><a name="Change"></a><b><tt><font size=+1>Notifying Change of Email Address</font></tt></b>
<p><tt>It can sometimes be a real headache keeping track of members who change
their email addresses, or who occasionally use a different email address for
corresponding with us than the one through which they registered and which therefore
is listed on the official database. Such changes or differences of address
account for at least some of the "permanent fatal errors" that get reported
with each large-scale mailing that goes out to members. No doubt time
wasted in contact the members concerned double-checking WAOE's membership records
and various mailing lists is greater now - while such details are captured and
maintained on an essentially manual basis - than they will be once our systems
become fully automated. However, it seem very probable that effective
communication within WAOE will <u>always</u> be reliant to a significant extent
on the willingness of members themselves to keep us informed of their whereabouts.</tt>
<p><tt>As soon as we are able to attend to this matter among the various priorities
for action to improve the database and query system, an electronic form for
notifying changes of email address will be provided on the WAOE Website and
in each issue of WEB. In the meantime, we request members who change their
contact details to take the initiative and trouble to notify us as soon as possible.</tt>
<p><tt><b><u>Procedure</u></b>: Send an untitled email message to the <a href="mailto:dwyatt@camtech.net.au">Membership
Officer</a> containing the text (without the quotes): "I wish to advise that
I have changed by email address. My new email address is < insert details
>."</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>#############</tt>
<p><a name="Resign"></a><b><tt><font size=+1>How to Unsubscribe from Listserves
or Resign from WAOE</font></tt></b>
<p><tt>For a quick check-list of the procedures for getting off WAOE's listserves
or the mailing list for WEB, or for resigning from the Association altogether,
go to the <a href="http://www.csus.edu/indiv/s/seehaferj/waoe/orient3.htm">WAOE's
Communications page</a> of the WAOE Orientation Course. Scroll down to
the heading "How to Unsubscribe from Listserves or Resign from WAOE," or use
the link in the frame on the left hand side of the page.</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>#############</tt>
<p><a name="About_Policies"></a><b><i><tt><font size=+1>About WAOE Policies and
Procedures</font></tt></i></b>
<p><tt>In this still early formative period for WAOE, it is probably inevitable
that items for information and discussion put out by WAOE's elected and appointed
Officers will predominate in our information venues and discussion forums, because
we are all concerned to help members understand and reflect on what the Association
is about and to encourage them to be active in its work. In past issues
of the bulletin, there has been a tendency - in the absence of another column
better suited to that purpose - for managerial matters to take up a larger share
of the space under the WEB Ideas and Issues heading than they should.
This has tended to squeeze out other topics of broader interest to online educators
which might have appeared there, and perhaps even discouraged members from contributing
to discussion of those topics, or raising topics of their own.</tt>
<p><tt>As WAOE grows, we will dedicate space in the WAOE Policies and Procedures
column to updating information about WAOE as an organisation, and encouraging
the active involvement of members in our online meetings, Committees and OCREWs,
discussion forums, projects, special events etc and to take all other opportunities
that present themselves for making a contribution to WAOE.</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>#############</tt>
<p><a name="Forth"></a><b><tt><font size=+2>Forthcoming Meetings</font></tt></b>
<p><tt>No items for this issue.</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>#############</tt>
<p><a name="this"></a><b><i><tt><font size=+1>About this Section</font></tt></i></b>
<p><tt>Each issue, this section of WEB will include information about meetings
of WAOE committees, OCREWs and other groups that are coming up within the ensuing
fortnight. All members of WAOE - both associate and voting members - are welcome
to attend these meetings and contribute to discussion. Of course, only the duly
elected or otherwise designated members of WAOE's organisational committees
may take part in any formal voting on matters for decision.</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>#############</tt>
<p><a name="Time"></a><b><i><tt><font size=+1>Time conversion site</font></tt></i></b>
<p><tt>To help arrange synchronous meetings, WAOE uses <a href="http://155.43.48.225:2020/timew.html">World
Time Zone in JavaScript</a>.</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>#############</tt>
<p><a name="Feedback"></a><b><tt><font size=+2>Feedback</font></tt></b><b><tt><font size=+2></font></tt></b>
<p><b><tt><font size=+2>... from Gertrude Dathe</font></tt></b>
<p>I do enjoy the listserv and while I do not participate I do make use of the
information and pass it along to the distance learning folks in Colorado.
Our College has a distance learning program and we serve about 1500-1700 students
each semester, with around 1000 students taking online classes.
<p>Part of my reason for writing is that in Colorado all the community colleges
participate in a consortium (<a href="/web/vol2no2/index.htm#Events1">TELECOOP</a>)
to further distance learning and we host a faculty conference every
spring, in April. I would like to post our announcement to WAOE
if you think it would be appropriate [it's done!]. We always welcome
<br>
speakers/presenters from all over the world who are involved in distance learning.
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>#############</tt>
<p><a name="About"></a><b><tt><font size=+2>About WEB</font></tt></b>
<p><tt>The WAOE Electronic Bulletin (WEB) is the official newsletter of the World
Association for Online Education. WEB will raise issues relevant to the
conduct and development of the Association, convey important information to
WAOE members, encourage active participation in the affairs of the Association,
and provide a forum for members to make a contribution.</tt>
<p><tt>WEB will be posted every four weeks or so to a mirror Website - URL <a href="http://www.waoe.org/web/index.htm">http://www.waoe.org/web/index.htm</a>
(although the address or the links to the site may change from time to time).
At the time of publication each member will be sent an email message stating
the URL and listing the contents of the current issue. Those few members
who are unable to access WEB via the Website, or who prefer to receive the bulletin
via email, will be sent each issue both as an email message and as an attached
file in html format.</tt>
<p><tt>If you missed an issue and would like to look back, WEB is now <a href="http://waoe.org/webvol1/htm">archived</a>
on the WAOE Website.</tt>
<p><tt>Members are still expected to subscribe to WAOE-News (see <a href="/web/vol1no12/index.htm#Links">WAOE
Links</a>), because that listserve will continue to operate as the medium
for official announcements, which you may expect to become more frequent
as WAOE develops. WEB will adopt a more comprehensive, detailed
and newsy approach to providing items of useful and interesting information
to members than is appropriate via WAOE-News. In particular, it
will act as a gateway to the various and growing number of sites and
locations within WAOE where exciting things are happening.</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>#############</tt>
<p><a name="WAOE"></a><b><tt><font size=+2>About WAOE</font></tt></b>
<p><tt>The World Association for Online Education (WAOE) is a nonprofit public
benefit corporation, incorporated in the State of California, USA. WAOE is organised
for charitable purposes and not for the private gain of any person.</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>##############</tt>
<p><a name="Aims"></a><b><tt><font size=+1>WAOE's Objectives</font></tt></b>
<p><tt>See the <a href="http://www.csus.edu/indiv/s/seehaferj/waoe/orient2.htm">WAOE's
Objectives and Associated Documents</a> page of the WAOE Orientation Course.</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
<tt>##############</tt>
<p><a name="Meaning"></a><b><tt><font size=+1>The Meaning and Exercise of Membership
in WAOE</font></tt></b>
<p><tt>WAOE is incorporated in the State of California as a non-profit and public
benefit membersā organisation. The membership owns it. We want all
members to be active in the Association in all the ways and to the greatest
extent that they wish to or can manage to be involved.</tt>
<p><tt>And because we are an incorporated professional <u>organisation</u> - as
well as a globally spread association of professionals - there are various policies,
rules and procedures that we are obliged to follow in order to maintain our
official standing under Californian law. Observance of these requirements
is an all the more sensitive matter for us because we are engaged in the delicate
process of securing recognition as a tax-exempt organisation for the purposes
of receiving grants, sponsorships and donations. Some of the most important
expectations of and obligations on our members are summarised below.</tt>
<p><tt>No doubt, many members will not be especially interested in the details
of the conduct of WAOE's affairs according to our legal obligations, and certainly
our hope is that this bulletin and other WAOE elements and activies will always,
ultimately, strike the balance of focus in favour of matters concerning the
best professional practice of online education rather than somewhat dry questions
of organisational policy and procedure. However, WAOE <u>is</u> an organisation,
a legal entity - and necessarily so in order to be able to fulfil its objectives.
In this still very early period in our establishment and growth, we are inevitably
pre-occupied with such questions - which are not necessarily dry to every intellectual
taste, of course, nor lacking in their own intrinsic interest. Please
bear with us and look to where we are headed, and not just at the sometimes
painstaking and tedious little steps we have to take along the road!</tt>
<p><b><i><tt><font size=+1>Becoming a Member</font></tt></i></b> <br>
<tt>If you're reading this article, you've already joined, of course.
This means you have filled out and submitted the registration form found through
the Membership link on the home page of the <a href="http://www.waoe.org">WAOE
Website</a>. And, from September 1999 onwards, it will also mean that
you have paid the annual subscription fee of $US10 (we are asking for renewing
members to pay the fee by September 1).</tt>
<p><tt>At this stage, there are only two categories of membership of WAOE:
associate members and voting members. For more information, have
a look at <a href="http://www.csus.edu/indiv/s/seehaferj/waoe/bylaw.htm#a12">Article
12</a> of the <a href="http://www.csus.edu/indiv/s/seehaferj/waoe/bylaw.htm">Bylaws</a>
for more information. Also, our <a href="http://www.csus.edu/indiv/s/seehaferj/waoe/corpfaq.htm">Incorporation
FAQ</a> page maintained by Treasurer, <a href="/web/vol1no12/index.htm#Jenna">Jenna
Seehafer</a>, sets the rights and responsibilities of members within
the context of Californian law. (Jenna is responsible, with help
from Parliamentarian Mike Warner on the organisation and conduct of
meetings in particular, for liaison with Californian authorities and
for ensuring we observe all legal requirements in our policies and procedures.)</tt>
<p><b><i><tt><font size=+1>Associate Membership</font></tt></i></b> <br>
<tt>Registration and payment of the fee automatically makes you an associate
member of WAOE. This basically means you can do or read or join anything
and everything that WAOE has to offer, except stand for office, nominate other
eligible members for office, or vote in our constitutional forums or occasional
ballots on issues of policy. As an associate member, you will receive
an email notice when the WAOE Electronic Bulletin (WEB) appears on its Web site
every two to three weeks, along with a list of the contents of the current issue.
You'll have access to JOE, our refereed Journal of Online Education, and you'll
be able to join any of the Committees or one or other or more of the Online
Course and Resource Evaluation Workgroups (OCREWs) that are currently active.</tt>
<p><tt>In fact, as we become more established in our ways of operating we'll push
our constitutional expectation that every associate member should belong to
at least one OCREW or similar group as a minimum commitment to active participation
in the Association's affairs.</tt>
<p><tt>All associate members are expected to subscribe to the announcement
listserve, <a href="/web/vol1no12/index.htm#News">WAOE-News</a>, as a
matter of course.</tt>
<p><b><i><tt><font size=+1>Voting Membership</font></tt></i></b> <br>
<tt>Voting members are those associate members who have formally identified
themselves as people who wish to participate in the governance of the Association.
They would attend formal meetings of the Association, make nominations and cast
votes in general elections for WAOE, and participate in the ballots through
which key decisions affecting WAOE are taken. Voting members are the "members"
referred to in the WAOE Bylaws in compliance with the requirements of Californian
incorporation law, which recognises voting members only, as we define them.
Thus, only voting members may be included in the quorum for formal meetings
of WAOE such as the recent Annual General Meeting, and have their votes counted
on motions proposed or in ballots conducted during such meetings or other official
events.</tt>
<p><tt>An associate member may become a voting member by the simple
act of sending an email message to the <a href="/web/vol1no12/index.htm#David">Membership
Officer</a> (officially titled the Chair of the Membership Committee)
- stating that he/she wishes to be recognised as a voting member.
Fo convenience, you could just copy/paste the following text into that
message: "I wish to be recognised as a voting member of WAOE" (without
the quotes). No additional fee payment is required.</tt>
<p><tt>Conversion of membership becomes effective within 10 days after the request
is received. Under this rule, the eligibility of voting members to be
included in the quorum count for any formal meeting or ballot is declared and
announced 10 days prior to the notified starting time for that meeting or ballot.</tt>
<p><tt>Once conferred, voting-member status will continue for as long as each
designated voting member wishes to retain that level of participation in WAOE.</tt>
<p><b><i><tt><font size=+1>Relinquishing Voting Membership</font></tt></i></b>
<br>
<tt>Voting members may revert to non-voting status (ie associate members)
simply by writing a letter or email to WAOE's <a href="/web/vol1no12/index.htm#Steve">President
</a>or <a href="/web/vol1no12/index.htm#Brian">Executive Secretary </a>explaining
their intention to become less active in WAOE and their wish to end
their membership or to convert it to an associate membership.</tt>
<p><b><i><tt><font size=+1>Annual Renewal of Membership</font></tt></i></b> <br>
<tt>Both associate and voting members are required to renew their membership
between July 1 and July 30 of each year, commencing in 1999. The conditions
of and procedures for renewal are decided annually by the Directors on advice
from the Planning and Finance Committee at its April meeting, and advised to
members shortly afterwards. Failing to renew membership, including payment
of (or waiver from) any subscription fee, will be understood as resignation
from WAOE membership (WAOE <a href="http://www.csus.edu/indiv/s/seehaferj/waoe/bylaw.htm">Bylaws</a>,
<a href="http://www.csus.edu/indiv/s/seehaferj/waoe/bylaw.htm#a12">Article 12</a>,
Section 9).</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
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<p><a name="System"></a><b><tt><font size=+1>WAOE's Communications and Discussion
System</font></tt></b>
<p><tt>The principal legal, structural and organisational way in which our
objectives are realised is through <a href="/web/vol1no12/index.htm#Meaning">The
Meaning and Exercise of Membership in WAOE</a>.</tt>
<p><tt>Less formally, perhaps, but no less crucially in their own ways,
WAOE maintains a system of listserves and discussion groups as our means of
establishing and maintaining communication between the management of the organisation
and the membership and between members themselves and encouraging active participation
in discussions, forums, projects and so on. This system is described in
the <a href="http://www.csus.edu/indiv/s/seehaferj/waoe/orient3.htm">WAOE's
Communications</a> page of the Orientation Course.</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
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<p><a name="WAOE_Committees"></a><b><tt><font size=+1>WAOE Committees and OCREWs</font></tt></b>
<p><tt>When you filled in the membership registration form, you identified which
of the various Committees and Online Course and Resource Evaluation Workgroups
(OCREWs) you are interested in. This article is concerned with providing
members with more information about these major components of the structure
and organisation of WAOE, but it will concentrate mainly on OCREWs. The
article is based to some extent on an item about OCREWs originally included
in WEB Volume 1, Number 2 (March 28 1999).</tt><i></i>
<p><b><i><tt><font size=+1>Committees</font></tt></i></b> <br>
<tt>The purposes of the various Committees and how these might work
towards the fulfilment of WAOE's <a href="/web/vol1no12/index.htm#Aims">objectives</a>
is perhaps fairly readily understood from their titles and composition,
as they appear on the membership registration form:</tt>
<blockquote><tt>Membership Committee</tt> <br>
<tt>Finance Committee (now the Planning and Finance Committee)</tt> <br>
<tt>Dissemination Committee</tt> <br>
<tt>Records Committee</tt> <br>
<tt>Web Design Committee</tt> <br>
<tt>Online Educator Development Committee</tt> <br>
<tt>Affiliate Liaison Committee</tt> <br>
<tt>Research & Publication Committee</tt> <br>
<tt>Online Academic Conferences Committee</tt> <br>
<tt>Online Parliamentary Procedures Committee</tt></blockquote>
<tt>At this stage, with the notable exception of the Planning and Finance Committee
(which meets monthly) and the Online Educator Development Committee, none of these
bodies is active, and not even the exceptions are in fact completely established
and operational as yet, with a full complement of members networking to discuss
issues and proposals relevant to each Committee's brief, and making recommendations
to the Coordinating Ring and the Board of Directors. There are several probable
reasons for this:</tt> <br>
<ul>
<li> <tt>The list of Committees derives from a constitution drafted before WAOE
become incorporated and held its inaugural elections. Now that we are
learning from experience what kind of internal structure and organisation
will best suit the Association's needs, some aspects of the putative committee
system may well be adapted, coalesced or even abandoned. We think it
would be wise not to consolidate too soon a mode of operation that in the
long run may not prove the best for us.</tt></li>
</ul>
<br>
<ul>
<li> <tt>To make WAOE's structure and organisation operationally effective requires
the development of a quite sophisticated database of the names and addresses
of the members who expressed interest in different Committees and OCREWs at
the time of registration, and a system for generating mailing lists and searching
connection among sub-group members and between different components WAOE that
will facilitate communication, discussion, networking, conferencing, voting
and all other activities required to make the Association work. Database
development has long been a major priority for management action, but
it has also been thwarted by inadequate resources and by a variety of practical
difficulties in the way of coming up with the most appropriate combination
of server facilities, database design, technology services, hardware and software
compatibility among different operating systems and software. However,
it seems likely that significant headway will soon be made through the Board
of Directors' Meeting.</tt></li>
</ul>
<tt></tt>
<p><br>
<tt>WAOE has still barely got off the ground. In mid-1999 we had only
recently conducted our first Annual General Meeting and our second meeting of
the Board of Directors, and our first global celebration of cultural differences
was held just last February (the second of these members' events followed on
from the AGM in June). Partly because of the sheer organisational challenge
of making these things happen according both to constitutional requirements
and as smoothly as we can, the energies of the Board of Directors and the Coordinating
Ring have been highly focused in those directions. It will be time to
turn our full attention to other more specific aspects of WAOE's operations
when we begin to distinguish the forest from the trees!</tt>
<p>******************************<i></i>
<p><b><i><tt><font size=+1>Online Course and Resource Evaluation Workgroups (OCREWs)</font></tt></i></b>
<br>
<tt>According to the <a href="http://www.kagawa-jc.ac.jp/~steve_mc/WAOE-founding.html">Archive
of Founding Documents</a>, OCREWs could be described, at least in intention,
as the heart and soul of the Association. (Extending the metaphor, Committees
might be thought of as the bones and sinews.) OCREWs provide the main
locations and focal points for members to contribute in practical ways to the
enhancement of online education as a professional discipline. And that's
WAOE's core business.</tt>
<p><tt>In conception, OCREWs comprise groups of members interested in particular
aspects of online education and training who meet and work together online -
sharing ideas and information, discussing issues, making representations to
relevant agencies and other forums, pooling resources, and so on. And
in doing all this, such groups will make the strongest possible and most useful
contribution to realising the central purpose of WAOE. This is because
the contribution will be coming from professionals across the complex and rapidly
developing field of online education and training who are directly testing and
extending the possibilities of the field as they confront the problems posed
by their online students and clients, experiment with workable solutions to
them, and share what they learn with colleagues around the world.</tt>
<p><tt>Although OCREWs are given a defined place in WAOEās structure and organisation,
and a list of them appears on the memberās registration form, there
are no set ways by which their role can be carried out. The groups
are being set up which are not listed on the registration form (though
they may cover some of the territory) - the <a href="/web/vol1no12/index.htm#Jenna">Education
Standards OCREW</a>, and the <a href="/index.htm#Robert">Educational
Software and Courseware OCREW</a>, the <a href="/web/vol1no12/index.htm#Kate">Industry
and Academia OCREW</a> - and an invitation by Mihkel Pilv for members
to join a "learning by teaching OCREW initiative" stands on the home
page of the <a href="http://www.waoe.org/">WAOE Website</a>.</tt>
<p><tt>You could use the lists of the <a href="/web/vol1no12/index.htm#Directors">Directors
</a>and the members of the <a href="/vol1no10/index.htm#Ring">Coordinating
Ring</a> to find out more about a particular structural group or an
initiative which interests you - better still, to make contact with
a view to joining an OCREW or other body - or perhaps to suss out how
members who have started groups went about it and what agenda and processes
they are establishing. Vice-President <a href="/web/vol1no12/index.htm#Mihkel">Mihkel
Pilv </a>carries particular responsiblity for encouraging and supporting
OCREWs and other action groups. He will be glad to answer any
queries you may have.</tt>
<p><tt>Members of the Coordinating Ring, WAOE's elected management executive,
are looking at ways of revising the registration form to better reflect the
flexibility that actually exists in the formation and operation of these vital
groups. As a result, the current request to check an OCREW box will be
replaced by a more open-ended invitation to identify interest in various aspects
of online education and training, perhaps using a checklist with scope for members
to add their own topics.</tt>
<p><tt>Although we plan to improve the information-gathering mechanism, notional
commitments to particular OCREWs already suggested through the registration
process already provide a useful basis for clustering members into potential
participants for WAOE officers and others starting up new groups to contact
in exploratory ways. In a still broader approach, personal contact with
members could be used, as time permits, to tease out more specific information
about what they are interested in, as well as what they hope to gain from joining
WAOE, and how they would like the organisation to run.</tt>
<p><tt>To an extent, the same organisational priorities and difficulties that
have slowed implementation of the committee system have inhibited the formation
of OCREWs, particularly the delays in setting up electronic communications among
members linked to a comprehensive and relational database. However, OCREWs
by their nature and intent are not so constrained, in structural and organisational
terms, as designated Committees. The W in the acronym stands for Workgroup,
after all, and there is great flexibility in the number and kind of OCREWs that
could be set up, as the presently active groups amply illustrate. In fact,
working groups of members that get established need not necessarily be called
OCREWs at all. They might be project teams, for example, or action research
groups, or discussion forums with specialised agenda like Web access for people
with disabilities.</tt>
<p><tt>The most important point to make about the specific action and discussion
groups that come into operation - whatever they may be called - is that, like
everything else in WAOE, they both belong to and depend on the membership. The
field of online education and training is wide open for effecting vital changes
and improvements, and WAOE needs the active participation and thoughtful contributions
of its members in order to carry out its part in this vital work.</tt>
<p><tt>All that is required to get an OCREW or other group started is for
a member to devise and promote a specific purpose for having a group
and then to enlist at least three other members to join him or her in
the enterprise. That's exactly how both the Education Standards
and Industry and Academia OCREWs began. <a href="/web/vol1no12/index.htm#Views">WAOE-Views</a>
or the <a href="/web/vol1no12/index.htm#Say">Your Say</a> section of
WEB could be used to canvass interest and recruit like-minded colleagues.
The next step is to announce the formation of the group to the Vice-President,
<a href="/web/vol1no12/index.htm#Mihkel">Mihkel Pilv</a>, who will give
all the advice and assistance he can.</tt>
<p><tt>So, itās over to you. The agenda is yours. Its your Association.
Go to it!</tt>
<p><tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
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<p><a name="Links"></a><b><tt><font size=+1>WAOE Links</font></tt></b>
<p><b><tt>This section lists URLs for key Websites within WAOE itself, and other
URLs related to online education which have been identified by members.</tt></b>
<p><b><i><tt><font size=+1>WAOE Organisation and Communication Sites</font></tt></i></b>
<br>
<ul>
<li> <tt>WAOE Home Page: <a href="http://www.waoe.org/default.htm">http://www.waoe.org/default.htm</a></tt></li>
<li> <a name="News"></a><tt>WAOE-News: To subscribe, go to <a href="mailto:majordomo@uidaho.edu">majordomo@uidaho.edu</a>.
Without a subject heading, send the text <subscribe waoe-news></tt></li>
<li> <a name="Views"></a><tt>WAOE-Views: To subscribe, go to <a href="mailto:majordomo@waoe.org">majordomo@waoe.org</a>.
Without a subject heading, send the text <subscribe waoe-views>. To contribute,
send email to <a href="mailto:waoe-views@waoe.org">waoe-views@waoe.org</a></tt></li>
<li> <a name="Board"></a><tt>WAOE WebBoard: <a href="http://www2.ec.erau.edu:8080/~waoe">http://www2.ec.erau.edu:8080/~waoe</a>
Log-in by using the first part of your email address (before @) and the password
<waoe>. If you have difficulty getting onto the Board, write to Mike Warner
<a href="mailto:mwarner@embryriddle.k12.az.us">mwarner@embryriddle.k12.az.us</a>.</tt></li>
</ul>
<br>
<tt>WAOE Journal: <a href="http://www.nyu.edu/classes/keefer/waoe/waoej.html">http://www.nyu.edu/classes/keefer/waoe/waoej.html</a></tt>
<p><tt>**********************</tt> <br>
<b><i><tt><font size=+1>WAOE Committees, OCREWs and Other Groups</font></tt></i></b>
<br>
<ul>
<li> <tt>Online Educator Development Committee: <a href="http://ifets.gmd.de/waoe/oedc/">http://ifets.gmd.de/waoe/oedc/</a></tt></li>
<li> <tt>Planning and Finance Committee: <a href="http://www.waoe.org/pl-fin-committee.htm">http://www.waoe.org/pl-fin-committee.htm</a></tt></li>
<li> <tt>Web Design Committee: email Robert Luke (Chairperson) <a href="mailto: robert.luke@uleth.ca">robert.luke@uleth.ca</a></tt></li>
<li> <tt>Academic Outcomes Assessment Online Course and Resource Evaluation
Workgroup (OCREW): email Jenna Seehafer at <a href="mailto: seehafer@csus.edu">seehafer@csus.edu</a></tt></li>
<li> <tt>Educational Standards Online Course and Resource Evaluation Workgroup
(OCREW): <a href="http://www.waoe.org/edst_ocrew.htm">http://www.waoe.org/edst_ocrew.htm</a></tt></li>
<li> <tt>Industry and Academia Online Course and Resource Evaluation Workgroup
(OCREW): <a href="http://ifets.gmd.de/waoe/oedc/academic_non_academic.html">http://ifets.gmd.de/waoe/oedc/academic_non_academic.html</a></tt></li>
</ul>
<tt></tt>
<p><br>
<tt><a href="/web/vol1no12/index.htm#Contents">Back to Contents</a></tt>
<br>
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<p><b><tt>Copyright © World Association for Online Education</tt></b> <br>
<tt>Copyright in the contents of this Bulletin is held by the World Association
for Online Education (WAOE), incorporated in the State of California, United
States of America, as a non-profit, public-benefit organisation. For enquiries,
contact WAOE at <a href="mailto:waoe@waoe.org">waoe@waoe.org</a></tt>
<p><tt>#######################################################################</tt>
<p><tt>End of WEB Vol 1, No 14, November 30 1999.</tt> <br>
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